Although facts remain constant, history is always changing with the discovery of new or hidden evidence and interpretations based on changing social values. Should current generations be held responsible for the sins of previous generations? Past sins provide an excellent opportunity based on current moral values to ensure that dark areas of history are not repeated.

In recent years some less flattering threads of Canadian history have been demanding our collective attention and tweaking our moral conscience for long overdue redress: women's rights, children's rights, gay rights, Aboriginal rights, among others.

The Indigenous history that most Canadians learned in school focused mainly on the negative. It recorded how these people stood in the way of 'progress.' We learned all about the significance of the building of the Canadian Pacific Railroad to the expansion of Canada from sea to sea. We learned little about the plight of the Métis, who were forced off land that they had long inhabited. In the Red River and North West Rebellions, the Aboriginal people were 'the bad guys.' We learned about the many 'broken' treaties that were considered by the 'powers that be' at the time 'fair' for the aboriginal peoples, but in reality 'fair' for whom? Canadians are finally opening their eyes to the abuse of the students in many government residential schools. Need more be said?

Past history cannot be changed, but slowly Canadians are re-evaluating these past events and are making efforts to change direction and take a new road.

The Truth and Reconciliation Commission Report of 2015 stated that it would require more than the government alone to act on its recommendations. All Canadians will have to embrace new directions and attitudes, 'decolonize their minds' before true appreciation and understanding can be achieved.

One area of our community promoting greater understanding of Aboriginal cultures is the school system that has been making significant strides in this direction.

Kevin Reed, Program Consultant-Aboriginal Education, with the Limestone District School Board outlined some strategies implemented by the board in the Kingston area. In 1999-2000 the board decided to introduce programs embracing Aboriginal cultures at the high school level and later expand downward to the elementary panel. It began by introducing curriculum documents for grades 9, 10. 11 and 12.

In 2007, the Ministry of Education developed a framework laying out a vision with assessment and evaluation tools to measure progress. It aimed to improve outcomes for Aboriginal students and to teach all students in the province awareness, knowledge and the need to appreciate Aboriginal cultures and issues. It was left to the boards of education to implement this framework. Kevin was hired in 2009 for the newly created position of Program Consultant-Aboriginal Education at the Limestone District board. His duties include acting as a liaison person between and the board and the local Aboriginal community, working closely with the Aboriginal Advisory Council, making presentations in classrooms, organizing professional development activities for teachers, attending Aboriginal powwows and events such as the 'Four Winds Festivals.' He is involved in the creation of curriculum support documents. Progress has generally been good.

Today's generation of students tends to be more receptive and understanding of this new direction in education. There is strong evidence that traditional 'negative' stereotyping of Aboriginal people is declining and Aboriginal students are becoming less and less reluctant to identify themselves as Aboriginal. At the same time, non-Aboriginal students are starting to realize that Aboriginal people are here now and are as Canadian, perhaps more Canadian, than any other group in the country. They are less and less thought of as a part of the past. The word 'were' is increasingly becoming 'are.' A 'decolonization of the mind' is indeed taking place. In addition, the Limestone board has declared November as Aboriginal Education Month.

'Getting to Know Turtle Island' is the curriculum document for K-8 introduced by the Limestone board in 2013. Teachers created this resource to enable K-8 teachers to know how and where to incorporate a variety of First Nation, Métis and Inuit cultures, histories, arts, world views and issues into the existing ministry curriculum. The resource is called a 'living document' that can easily adapt to changes as they evolve. When Aboriginal students see themselves represented in school accurately and meaningfully, their school experience is more purposeful and more on an equal basis with other students. There is the need to learn and appreciate the diversity of contemporary and traditional Aboriginal cultures and perspectives.

Other important resources in local Aboriginal education are visits from Aboriginal people to classrooms in the area. Rick Revelle, who is a member the Ardoch Algonquin First Nation and has written three books -- I Am Algonquin, Algonquin Spring and Algonquin Sun -- is very passionate about who he is and what he does to enhance general understanding of Aboriginal culture in Canada. He makes presentations to classes and participates in local Aboriginal events. The Limestone District School Board has provided every elementary school in the area with a copy of his I Am Algonquin.

Elder Bernard Nelson of the Eabametoong, a descendant of Objibwa and Cree First Nation, and his wife Tammy of the N'bissing First Nation reside in Seeley's Bay. They attend many powwows all over North America and visit schools to share their culture with students. He, Tammy and their daughter came to a 'Bring Your Thing' program initiated by the Kingston Association of Museums and galleries at Edith Rankin Church in Collins Bay recently. Bernard is a survivor of Pelican Lake Indian Residential School. He wears the ceremonial regalia, which is not a costume. Every part of his regalia has some significance in his life and the natural order of all living things. For example, when he kills an animal for food he prays for the soul of that animal.

In a talking circle that afternoon he spoke with great passion for his beliefs, humanity and gratitude for his life. The talking circle represents equality and completeness. No one in the circle is on a higher level than any of the others. Everyone has the right to speak in turn. Bernard performed a Sundance, which he has been doing since 1984. This is a form of prayer for the healing of others through personal sacrifice. This Sundance ceremony was banned by the Canadian Indian Act of 1885 but reinstated in 1951.

Hanging high in a circle in Napanee District Secondary School's circular library are beautiful land murals painted by local Indigenous and student artists. Each mural tells an Indigenous story. This project began when history teacher Karen Randall Blancher attended an Inspire Indigenous Conference. The project at NDSS brought student and Indigenous artists together to spread knowledge and understanding of Indigenous cultures through art. It was intended to further reconciliation sparked by the Truth and Reconciliation Committee, introduced by the federal government in 2015.

She has been very impressed with the students' enthusiasm for not only the project itself but for their keen interest in learning about Indigenous cultures. She said that students today realize that there is a part of Canadian history that was not learned by Canadians in the past. Present and future generations of children will learn about the rich Indigenous culture that will close this gap in history. The more inclusive history will be about 'Aboriginal Canadians,' not about the 'Aboriginal Peoples of Canada' or 'Canada's Aboriginal people.'

Katarokwi Aboriginal School is a secondary school in the Limestone District School Board region that focuses on Aboriginal students and culture. The school provides a safe educational space for First Nation, Métis and Inuit students to learn about Aboriginal culture and to participate in traditional activities and ceremonies. The school welcomes interested non-Aboriginal students as well. The school is located in the former Frontenac Public School building at 38 Cowdy St. It had previously operated out of QECVI before the latter was closed.

The next 100 years of Canadian history will look quite different, as future generations of students will find English Canadians, French Canadians and Indigenous Canadians in the mainstream of Canadian society, but each also preserving and sharing their unique heritage. Future generations of students will continue to deepen the understanding and appreciation of different cultures and diversity in Canada.

Gord Sly is a retired history teacher/department head and volunteer and president of the Frontenac County Schools Museum Board in Barriefield Village. He can be reached at gord_sly@hotmail.com or fcschoolsmuseum@gmail.com.